Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport

Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport

Academic engagement plays an undeniable role in students' leaning outcome. Therefore, identifying the influential antecedents of promoting students' academic engagement is extremely crucial. Despite previous empirical studies have delved into the part played by several student-related and teacher-related factors in triggering Chinese students' academic engagement, the exploration on the roles of teacher support and teacher-student rapport is still scant. Thus, this study attempts to concentrate on the influence of teacher support and teacher-student rapport on undergraduate students' academic engagement in China. Three scales of the questionnaire-one each for teacher's support, student-teacher rapport, and the level of academic engagement-were completed by a total of 298 undergraduate students. Spearman Rho test was adopted to detect the correlations between the variables. Following that, multiple regression analysis was used to estimate the predictive power of the dependent variables. The result found that teacher support and teacher-student rapport exert a tremendous influence on boosting Chinese students' academic engagement. The leading implications and future directions are also presented.

Examining the effects of stroke on students' L2-grit levels in an EFL context: A case of Northern Iraq

This article investigates the effects of stroke on students' L2-grit levels in an EFL context in Northern Iraq. A model was created to find how various components such as verbal, non-verbal, valuing, and activities that determine stroke levels affect students' grit. This study adopted the L2- Grit scale and a language domain-specific grit scale to measure the learners' L2-grit levels. Also, the Students' Stroke Scale (SSS) was used to measure the participants' stroke levels. The study's sample consisted of 199 participants from various academic levels, undergraduate, graduate, and postgraduate at several Northern Iraq universities. The results reveal a positive and statistically significant association between the score on the L2-Grit scale and the score on the Stroke scale; more specifically, as the scores on the L2-grit scale rise, so do the scores on the Stroke scale. The mean of low stroke is lower than the means of medium stroke and high stroke indicating that as people's stroke levels grow, so does their L2-grit status. The regression coefficients estimated within the framework of the regression model structured with the logit, the link function, are the same in each category of the dependent variable, satisfying the parallel curves assumption. The overall results show that positive stroke helps learners' L2-grit levels to arise and lead to a better learning process.

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.

A Theoretical Analysis of Approaches to Enhance Students' Grit and Academic Engagement

The role of teachers in developing positive traits in EFL students has been widely endorsed in the literature. Two such traits that have pivotal roles in language teaching and learning are grit and academic engagement. Despite the proliferation of correlational studies on these constructs, theoretical and systematic review studies on the role of EFL teachers' approaches in strengthening and enhancing these variables are scant. To fill this wide gap, the present study aimed to review the theoretical and empirical underpinnings of students' grit and engagement and their teachability. In so doing, the definitions, conceptualizations, and dimensions of the two variables were presented. Moreover, a number of practical teaching approaches were suggested to EFL teachers in various contexts. Finally, implications, research gaps, and future directions of this research strand are provided to enhance EFL stakeholders' knowledge of teachability of grit, engagement, and many other positive psychological traits.

The Role of Teachers' Interpersonal Behaviors in Learners' Academic Achievements

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.

Increasing Chinese EFL Learners' Grit: The Role of Teacher Respect and Support

Owing to the pivotal role of grit in scholastic success, factors that help learners become gritty are worth to be studied. Accordingly, this research sought to inspect the impact of teacher respect and teacher support on Chinese EFL learners' grit. In doing so, three reliable measures of the variables were sent to 613 Chinese EFL learners. Using Spearman correlation tests, strong connections were discovered between teacher respect, teacher support, and Chinese EFL learners' grit. Multiple regression analysis was then performed to inspect the role of teacher respect and teacher support in increasing Chinese EFL learners' grit. As a result, both teacher respect and teacher support were found to be highly influential in increased learner grit. The limitations and implications are discussed.